网络学习障碍分析与研究综述

Barriers to e-Learning: Literature Review and Analysis

近年来,关于如何提高网络教育质量和学习效果的讨论日渐增多,许多人从不同的角度对这个问题进行了探究。本文以网络学院和其他实施远程教育的机构所提供的调研数据为基础,在总结了大量国内外文献和研究方法之后,对网络条件下产生的学习障碍进行了分类与整理,探讨了它们产生的根源和影响因素,并对如何消除这些学习障碍给出了一些建议。

In recent years, there has been much research into methods of enhancing the quality and learning outcome of e-e-ducation, and researchers have looked at this issue from different perspectives. With an extensive literature review of research outcomes and methodologies in both China and other countries as well as survey data provided by the various e-schools and institutions offering distance education, this paper gives a classification of the barriers to e-learning and attempts to examine the factors behind these barriers. In general, there are four barriers originating from: (1) the learners themselves: the financial barrier, student motivation, control over learning activities, loneliness due to separation from other students and a lack of a feeling of belonging, inadequate skills and experience in distance learning, and insufficient computer skills; (2) teachers: inadequate understanding of what constitutes e-learning and what learners need, a lack of training and e-learning professionals; (3) curriculum: ambiguity, poor quality, problems in accessing e-learning resources, insufficient evaluation; and (4) the e-school: organizational and structural factors. To better overcome these barriers, this paper suggests that e-schools should: offer a PRS or AAT inventory for e-learners so that they understand where their weaknesses lie; provide well-formulated learning support, and a counseling and guidance system; make computer training available to new students so that they realize what e-learning is about and how to participate in e-learning; improve curriculum development, for example by designing curriculum and teaching materials that might better cater for students' self learning needs; construct a virtual learning community to nurture students' ability to participate in autonomous learning.